TEXT_SarmientoGonzalezLadyPaola_2016.pdf

Skill based syllabus design: Learning a foreign language in adult learners
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SKILL BASED SYLLABUS DESIGN: LEARNING A FOREIGN LANGUAGE IN ADULT
LEARNERS
Lady Paola Sarmiento González
Corporación Universitaria Minuto de Dios
Bachelor in Foreign Language Teaching
Bogotá
2016

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SKILL BASED SYLLABUS DESIGN:
LEARNING A FOREIGN LANGUAGE IN ADULT LEARNERS
A research study presented as a requirement to obtain the degree of Bachelor in Foreign
Language Teaching
Thesis advisor: Ángela María Gamboa González
Corporación Universitaria Minuto de Dios
Faculty of Education
Bachelor in Foreign Language Teaching
Bogotá

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ACKNOWLEDGEMENTS
To my family,
for supporting me in this goal to become a professional
To my tutor,
who guided me throughout this process

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Table of Contents
LIST OF APPENDICES
LIST OF TABLES
LIST OF FIGURES
ABSTRACT
INTRODUCTION
Chapter1:
Research problem 12
Justification 14
Research questions 15
Research objectives 15/16
Chapter2:
Literature review 17
Theoretical framework 22
Syllabus 22
Syllabus design 25
Foreign language learning 27
Adult learner 31
Chapter3:
Research design 35
Research paradigm 35
Research approach 37
Setting 40
Participants 41
Chapter 4:
Pedagogical intervention 43
Vision of language 44
Vision of learning 47
Vision of teacher 49
Vision of classroom 51
Syllabus design 52
Unit 1 54
Unit 2 55
Unit 3 56

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Unit 4 57
Unit 5 58
Unit 6 59
Unit 7 60
Unit 8 61
Unit 9 62
Unit 10 63
Unit 11 64
Unit 12 65
Tests 66
Chapter 5:
Conclusions 67
Limitations 69
Pedagogical implications 70
Further research 71
References 72

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LIST OF APPENDICES
APPENDIX 1: Diagnostic test
APPENDIX 2: Middle test
APPENDIX 3: Final test

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LIST OF TABLES
TABLE 1: Definitions and Examples of Six Different Types of Case Studies

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LIST OF FIGURES
FIGURE 1: Language focus: The eighth different types of syllabi and their corresponding
functions.

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ABSTRACT
The following research project is qualitative case study which emerged after my
experience as a tutor for the English course for adult learners at Uniminuto. Taking into account
the students‟ needs and interests a skill-based syllabus was designed as a proposal that aimed to
suggest the reopening of the basic English course with the intention to be implemented and
developed in the future in order to provide learning environments where adult learners may
improve the four skills of the language (reading – writing – listening - speaking) through social
awareness topics that engage people to be conscious about the social role that each person plays
in a community. In addition, this skill-based syllabus can be taken as a proposal providing the
course for adult people with a better organization that might allow participants to learn English
as a foreign language.
Keywords: Syllabus design – English course for adults - Foreign language - Skill-based syllabi

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Introduction
Working with adults in an English class can be a concern for many teachers, but working
with this population without the correct guidance could be a real challenge. It is important to
know all the advantages that bring for tutors to work with adults, for example they are motivated
to study this language, they have a more responsible awareness about learning and they are self-
sufficient according to what Svetina & Perme (2004) affirm “Adults are autonomous and self-
directed. They need to be free to direct themselves. Their teachers must actively involve adult
participants in the learning process and serve as facilitators” (p.31).
In my experience as a tutor for the English basic course for adult people in the social
responsibility practice at Uniminuto for the first academic semester of 2015, I realized in this
same practicum that some of the tutors were from different careers such as graphic
communication, physical education, social communication, business administration. It caused
that every group had different activities and methods from the others during each class,
consequently the whole course did not have the same process for everyone in learning the
English language.
Regarding this problem an idea emerged, the design of a skill-based syllabus that is going
to be provided as a proposal for the future tutors and for the CED (Centro de Educación para el
desarrollo) which is in charge of the Basic English course for adults at Uniminuto. Through this
syllabus the course might have a better organization and planning, so it may allow students and
tutors to get involved in the teaching and learning process during the English Course.
First of all, chapter 1 is presented. In this section, the reader will find the description of
the problem that this case study intends to solve through a skill- based syllabus design for adult
learners of the Basic English course at Uniminuto, also the justification of the project, the

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research question that established the starting point of the study, and the general and specific
objectives.
In the second chapter, it is described the literature review and theoretical framework that
were used for supporting the current research. In the literature review different studies related to
the same field were explored in order to understand a little bit more the implications of designing
a syllabus. As a complement for this chapter, in the theoretical framework the most important
constructs about the functions of the different types of syllabi and syllabus design for teaching
purposes are well explained. Syllabus design, foreign language learning and adult learners are
the constructs developed in this study. Those concepts give definitions related to the main topic
providing support in order to achieve the objectives of this research.
In the third chapter, it is explained the research design, there is information about the type
of study which is qualitative research and the research approach chosen which is case study.
Also, there is a description of the setting in which the course took place and some details about
participants‟ characteristics.
In the fourth chapter, it is presented the skill - based syllabus design that was elaborated
based on the theory presented in the previous chapters and also there is an explanation about all
the visions that were taken into account when proposing the syllabus for the English course for
adults at CED.
In the fifth chapter, conclusions and the relevant findings about the topic are presented,
the pedagogical implications that the study carried out and possible limitations that the course
might have when the syllabus may be implemented by the future tutors.

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Chapter 1
Statement of the problem
At Uniminuto University some students from all the different careers that the university
offers have the opportunity to work with adults in their social responsibility practice with the
project “Desarrollo de habilidades del pensamiento” as tutors for the Basic English course for
adults. In the first semester of 2015, I had the chance to do my social responsibility practice with
one group, through this experience I realized that there were tutors from different careers and it
was very likely that they did not know how to teach the foreign language and there were a few
from the bachelor program in English language teaching who were more prepared in terms of
knowledge for teaching English and for planning a class. Consequently, through the course I
identified that all tutors planned the classes in different ways. In this first semester there were
three groups on Monday and three groups on Thursday each group had among 18 and 24
participants and there were two (2) tutors per group, through this experience tutors could realize
that some of the participants take more time to learn the English language because it is more
difficult for them than others, but they had a positive disposition to learn it, most of them were
very motivated and interested in the learning process.
According to the experience I had with one group of the course when they had to share
their opinions about why they decided to learn a foreign language; one reason expressed was
because they had relatives, mainly their sons and daughters that they visit regularly in other
countries where English is spoken, so their wish was to learn basic expressions and in this way
they were not going to feel embarrassed, other reason was that they often travelled abroad by
work or just by leisure but they did not know how to interact because of the lack of
communication in this foreign language.

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However, some of them dropped out of the course in the first two or three classes because
they did not feel comfortable with the language or even because not all of them had the same
level. Considering that some of the tutors were not keen on teaching English thus they did not
know how to plan the class correctly according to the needs of participants, so in the course it is
possible to find participants who do not know anything as much as participants who know some
basic structures about the language. Through the course there were few people who did not stay
all the lessons; however people who stayed until the end of the process sometimes thought that
some topics were very difficult because they did not remember what tutors had explained in the
previous class but also there were a few that understood and studied in their houses in order to
practice what they have studied, it is very helpful that the adults know that this process of
learning a foreign language implies autonomous work and practice.
In the first semester of 2015, when they began there were like 30 people in each classroom,
then through the weeks there were like 10 or 15 people who finished the course completely. In
order to improve the course for adults, it is important that the course has a better organization in
the topics because most of the times each group practice a different thing in the lesson; it means
this basic course needs to be planned and organized in the same way for each group following a
process although participants are divided in different classrooms with different tutors.
The problematic issue is that most of the tutors do not have the appropriate knowledge to
plan a class for teaching English language because they are studying different careers, they just
want to do their social responsibility practice, sometimes it is coincidence that some of them are
from the Bachelor in English Language teaching. Many of those adults drop out through the
classes from the Basic English course that the University offered every semester.

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It should be pointed out that this course is really important and it is an opportunity for this
population because they seemed to be very motivated and excited at the beginning when they
tried to register at CED (Centro de educación para el desarrollo) office, considering that there is
only a capacity limit for 150 participants per semester; just the fact that the course might be
reopen could be a positive aspect for the people who are interested in participating and the
syllabus gives a more stable support. In addition, this course was free every semester and they do
not need any specific material such as books, CDs or electronic devices, so it is relevant to
reopen the course and in this way to offer learners with a well-organized syllabus for the course
in which material that tutor needs to use is specified.
The idea of the project was to design a skill-based syllabus to strengthen and accompany
the adult students in the learning process of a foreign language, after having identified the main
needs that participants have in this Basic English course for adults in order to reduce the
difficulties that participants may have in their learning.
Justification
Learning a foreign language like English has spread around the world as Hazen. K.
(2014) affirms “English has been broadcasted around the world for decades. In classroom
settings, teaching English as a second language or English as a foreign language has become a
worldwide profession‟‟ (p.383). Nowadays, it is very common that people of all ages and from
everywhere want to speak English either for business, leisure, family, work or any other
purposes. For some of the participants it is important to learn the language because they often
travel abroad or because they have family living in other countries so it is necessary to interact in
English language in order to communicate successfully.

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This research arises from the necessity of enhancing and accompanying the adult students
in the process of learning a foreign language, considering that some of the tutors are not keen on
teaching English or they do not know too much about the language and its structure,
consequently they do not know how to plan the English class correctly according to the needs of
participants. This study is an endeavor to design a better way to provide the teaching-learning
process for adults. Here, it is shown the importance of this research because the syllabus may
allow to have a more organized plan for the whole course possibly improving the learning
process of the participants and also it may benefit the coherence among all the groups that are
divided because the syllabus was designed the same for all the groups.
Additionally, this syllabus contains topics that are related to citizenship and the social
aspects because it is the one of the main objectives of the CED, in this way it is given a better
engagement in the course and probably the participants may enjoy and understand this foreign
language through the syllabus design, when they realize the course has a more organized plan it
could probably be a positive incentive for them to continue in the entire program.
Research Question
How the design of a skill-based syllabus may offer a support for the Basic English course for
adults of the CED at Uniminuto?
General Objective
 Determine how the design of a skill based syllabus proposal may be a support for the
Basic English course for adults of the CED at Uniminuto

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Specific Objectives
 To analyze adults‟ learners needs in order to design a skill based syllabus as a proposal to
improve the process of learning a foreing language in adult learners.
 To identify the social awareness aspects to be included in the syllabus design.
 To provide a skill based syllabus proposal for the CED at Uniminuto in order to suggest
the reopening of the Basic English course for adults.

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Chapter 2
Literature review
This literature review describes a background to this research and an analysis of the
different factors that influence the foreign language learning process in adult learners, the various
studies that have been developed by some authors about the design of a syllabus and the different
components of the learning process that adults face when they are learning a foreign language.
This study can be supported with the following research of Mede & Akyel (2014) in
which it is presented the design of a language preparatory program for English language
education students. In their document it is described the purpose of the study, why it arose, the
method and the results, and also the purpose for which each skill syllabus (Reading, writing,
listening and speaking) was designed. According to the analysis of Mede & Akyel (2014) they
think that there is valuable importance of identifying the learner needs, specifying the goals and
objectives, deciding on the language teaching approach, and adopting, developing and adapting
materials of a program. According to the results that their study obtained with the process
through the needs analysis questionnaires and semi-structured interviews that were used they
concluded that
The nature of the Language Preparatory Program should be based upon the student
teachers‟ perceived language needs which served as a main guide to identify the goals and
objectives, to adopt, develop and adapt materials, and to decide on the language teaching
approach. To fulfill this aim, training programs should be included for preservice teachers
to raise their awareness about the important steps of program design and evaluation
(p.664)

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The previous study contributes to my research because it is about syllabi that were
designed for an English program, it also has the same approach and in this way I took into
account some of the parameters mentioned above in order to recognize the aspects that were
relevant for the design according to this population, after having identified the process that the
English course for adults at Uniminuto carried out and some aspects that could affect the
learning, it was necessary to make a proposal in order to reorganize and reopen the course
through a skill-based syllabus.
Due to the time of the English basic course for adults offered by CED (Centro de
educación para el desarrollo) at Uniminuto, it is not feasible to cover all the skills in a rigorous
way in just three hours per week/ twelve sessions in the whole semester. However, syllabi can be
changed according to the population and the conditions that the participants have in the course,
but it is important that the participants can develop the ability to understand and interact with a
basic use of the English language.
As it is a basic English course the syllabus design was created for practicing all the four
skills listening, speaking, writing and reading, in this way they can use the language at least to
understand basic dialogues and to interact with their classmates although learners sometimes do
not have the same ability developing the four skills with equal efficacy but it is something
normal in learning a language but here they can realize which skill they perform better than the
other ones.
Taking into account that the population of the course is 40 years old and above Piehl
(2011) in her study defends the role of adult people learning a foreign language, in this case the
English language for this adult population at Uniminuto.

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“Adults who are motivated to learn another language should not be deterred by popular
misconceptions about their chances of success. Online courses, community or college
classes, and immersion programs at home or abroad can meet the needs of different
learners whether they are just starting or continuing a process that began years ago”. (
p.35)
In this study the author analyzes if adults can learn a foreign language. In this case she
narrates some experiences she had when she studied a foreign language which was French and
she found that many people still believe that adults cannot learn another language but it is not
totally true because people can learn whatever they want if they have the motivation to do it, it
does not matter the age or the way they learn, although they are not going to have the same
abilities as they had when they were young but it is possible.
Taking into account that some factors influence the learning process of adult learners,
Piehl (2011) explains some of them with the purpose of contributing to have a better and
productive learning process with a foreign language in this case English.
The value of a home stay, peer-to-peer interactions, classroom instruction, and cultural
involvement all contributed to the learning process. Adults who want to make acquiring
a second language part of their lifelong-learning goals can be encouraged by research that
indicates such aspirations can be reached with sufficient motivation and effort (p.33)
It shows that it is not impossible to learn a foreign language as an adult person
considering that she had the opportunity to identify the problem because she wanted to learn
French and she achieved it, in this way she realized by her own experience how difficult could be

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as an adult to learn a different language but thanks to that situation that she faced, she also
affirms that it is possible to learn a foreign language, if learners are taught with useful methods
and also if adult people make a great effort in order to achieve the goal.
The main difference with Piehl, K (2011) to this research is that the author tries to defend
the fact that adult people can learn a language no matters the age, based on her own experience at
learning French as a foreign language; although she mentioned there is much more difficulty in
the process but it can be achieved with effort and motivation because at this age people are very
responsible and interested in what they do. But this proposal does not try to demonstrate just that
adults can learn a foreign language, it also aims to reopen the course with a better organization
through a syllabus with English and social awareness topics that may improve the learning
process of this population
In words of Tokatlı & Keşli, (2009) “The success of the course is determined by how
well the objectives and the outline are designed. A carefully planned, clearly written,
comprehensive syllabus is one of the most important and valuable resources which can be
provided to the students” (p.1492). For that reason, it is important for this basic course to
improve the methodology and organization of the topics in the same way for all the participants
of each group.
An English teacher should experiment new methods and resources to get the students
understand and learn all the functions and structures that has the language in the clearest and
most appropriate way or methodology but as sometimes the tutors are from other careers at
Uniminuto University, it implies that each group has different activities and strategies for the

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course, most of those tutors do not know the importance of a well- planned class, although it is
basic course for adult people.
Tokatlı & Keşli`s (2009) study is focused on investigating how well and detailed the
syllabi are designed in terms of communicating with the ELT department students at Yeditepe
University and to see whether there is a difference between what is written and what is actually
done by the instructors offering the courses in the department, taking into account if the
components of the syllabus offered and the application in the classroom were related and
coherent. In this study some people were interviewed in order to elicit ideas about the design of
syllabus and the different attitudes towards the courses that has been offered at Yeditepe
University.
As a result for their study they found that the syllabus is not inadequate but it needs to be
improved by the help of students‟ perceptions and expectations gained from the interview. As a
support Tokatlı & Keşli (2009) conclude that “creating a lively classroom atmosphere and
fruitful learning outcomes are known as vital things that all the instructors desire to achieve.
Designing an efficient syllabus by including all the necessary information completely could be
the first step for that” (p.1493). English Basic course for adults needs to help participants to
improve their learning process through the syllabus design in which is going to be reflected a
better organization of the course so it would probably be an easier way to guide the process that
they want to face and in this way they can learn the basic things about the language during the 12
sessions of three (3) hours per week that this course lasts.
In the aforementioned, it was explained the literature review that is related to this study
about learning a foreign language as adult learners and syllabus design, finding variety of

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perspectives, analysis, results and opinions from the different authors; the theory and findings of
those studies researches worked as support providing this investigation topic with some ideas and
methods that helped to develop this case study.
Theoretical framework
This research is focused on the process of learning a foreign language as adult learners
with the purpose of designing an appropriate syllabus, thus, as a support for the study emerged
three (3) main concepts from the research question, those constructs are Syllabus design
(syllabus), foreign language learning and adult learner; taking into account that this study has the
purpose of providing a skill based syllabus for the future tutors that allows to engage students
during the teaching-learning English process of the course. Each concept has some different
theories that came from several authors who stated ideas about these three constructs in order to
contextualize and show the reader the importance of this study.
To begin with the constructs, it is important to define the term syllabus to have a better
understanding of this study.
Syllabus
Giving an essential definition for this first construct before explaining the main purpose
of syllabus design, Nunan (1988) states that “a syllabus is a statement of content which is used as
the basis for planning courses of various kinds, and that the task of the syllabus designer is to
select and grade this content” (p.6). The topics selected for the course are for Basic English
themes keeping in mind that there are not more levels than these, therefore, those basic topics
were divided into 12 lessons of 3 hours each one of them.

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According to Richards & Rodgers (2014) “traditionally, the term syllabus has been used
to refer to the form in which linguistic material is specified in a course or method” (p.30). It is
really important to know for this research what a syllabus implies in order to design an
appropriate and therefore a useful plan that helps adults in their learning process of a foreign
language.
In addition, it is possible to find some different types of syllabi such as structural,
functional, situational, competency-based, topic-based, skill-Based, task-Based and content-
Based Syllabus. According to the previous classification Núñez, Téllez, Castellanos & Ramos
(2009) describe in a diagram a summary of types of syllabi that exist, each one of those with its
own definition, explanation and some functions they have in the language.
Here, there is a short description of each syllabus described by Núñez, Téllez, Castellanos
& Ramos (2009) in the diagram.
1. Structural syllabus: Structure of the language
2. Situational syllabus: Context in which the language is used
3. Theme/topic-based syllabus: The topic of the English language directly
4. Functional based syllabus: It is based on functions (suggesting-advising-offering, etc.)
5. Competency-based syllabus: Develop a competency through different given situations
6. Task- based syllabus: Use of language with through meaningful tasks
7. Content- based syllabus: The language is used for teaching a subject matter (science-math)
8. Skill- based syllabus: There are practiced the four skills of the language

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Figure 1. Language focus: The eighth different types of syllabi and their corresponding functions.

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In this study it is going to be design the skill-Based Syllabus because as Dinçay (2011)
affirms “a skill-based syllabus is a collection of specific abilities that may play a part in using
language. The primary purpose of skill-based instruction is to learn the specific language skills
and to develop more general competence in the language.” (p.242). Because of that, it is
important for this basic course to cover the four basic skills for learning a language: writing,
reading, speaking and listening in English; considering that they need to practice general topics
of the language in a period of time of one academic semester, approximately 12 sessions. For this
reason, this research aims to create an organized skill based syllabus in which the learners may
improve the level and may feel motivated for staying the whole course.
Although the idea is to develop and practice the communicative skills in a more complete
way; the four skills of the language are going to be practiced but not as hard as communicative, it
means that sometimes it is very difficult to reach the same efficiency in the four abilities, taking
into account all the skills can not be perfectly balanced, either because of time, intensity or
resources that are available, for the teacher and of course for the learners. But all the skills need
to be covered but not with the same rhythm in the design of the syllabus in order to learners
achieve a better learning through communication and interaction in the English language and in
this way to success in the complete process of the course.
Additionally, it will be presented a sub-construct that will provide extra support to the
development of the syllabus design.
Syllabus design
As a definition for syllabus Thaung (2012) affirms that “the syllabus is designed to
inform students what the course is about; how it proceeds during the term; what the learning
outcomes are; and what evaluation methods are used to assess students‟ mastery of content

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knowledge” (p.58). It is also worthy to mention that syllabus works for tutors of the course as
well, because they will be able to know in advance the topics that students must practice during
the course, it will be possible for them to plan the goals their students need to achieve and will be
aware of their students‟ learning processes.
Moreover, it is important to highlight what Thaung (2012) also adds “syllabus design is
based on different cultures and educational traditions and philosophies. Though each has its own
characteristics” (p.61). As the English basic course for adults offered by CED has different
characteristics, such as the inclusion of social awareness topics since the university has a great
responsibility in social sense, also it is not a usual college course because it does not have
academic purposes and because it does not have more levels than the basic, for that reason the
syllabus of this study is designed for 1 semester (12 weeks) with adult people population with
different purposes for learning a foreign language.
In other words, there is an organization of the course that is different from other
programs: First, because it is free; second, there is just one level (basic); third, it is offered just
for adult people (no matter the profession they have) and finally, because the course needs to
include in the syllabus social awareness reflections related to the topics of the foreign language,
social impact is an aspect that has characterized Uniminuto over the years.
As it has been mentioned before, this proposal of designing a skill based syllabus wants
to suggest to the CED the reopening of the Basic English course for adults in order to support
future tutors of it because last semesters there were practitioners from different careers and the
lesson were planned by them even without enough knowledge about teaching a foreign language.
In this way those tutors might be provided with a useful tool in which they can be guided by the
suggested topics and activities of the syllabus.

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In words of Nunan (2012) as a second definition of syllabus design, he states the
difference between syllabus design and methodology:
Traditionally, syllabus design is concerned with the selection and grading of content,
while methodology is concerning with the selection and sequencing of tasks, exercises,
and related classroom activities. Metaphorically speaking, syllabus design is concerned
with the destination, while methodology is concerned with the route. (p.36)
This quote clarifies that syllabus design describes the topics that were selected for the
course, and the methodology is how those topics are going to be taught or practiced. In addition
to that, the syllabus shows the content of the course and some suggested activities but as every
tutor has its personal style it is possible that they can choose some activities by their own taking
into account what it is reflected in each session without interfering with the order and the basic
topics established in the program.
The following construct will provide theory and clarity about what foreign language
means and implies in this country.
Foreign language learning
The first position for this construct comes from Nakata (2006) in which the term foreign
language is described as:
Foreign language learning is the one that is learned in a place where that language is not
typically used in people‟s daily lives. Foreign language learners are separated logistically
and psychologically from the target culture, and their situation is totally different from
second language learners whose English is a must and a crucial communication tool for
their daily lives. (p.60)

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This statement means that this foreign language is not spoken in the country as one of the
natives; therefore, the learner is not exposed to the language most of the time, it occurs only in a
classroom or in a context in which just a few people practice it or at least try to learn it
independently of the purpose they have to do it.
It helps to clarify the term that is going to be used for this research, taking into account
that there are variety of languages around the world learnt as foreign languages, not all of them
are known at global level. Crystal (2003) affirms that “a language has traditionally become an
international language for one chief reason: the power of its people – especially their political
and military power” (p.9)
Consequently, society has identified some languages as global since they have acquired
politic, social and economic power over other cultures that accept their leadership or control and
this system makes that some languages have become more powerful than others, it is
considerable the domain and power that some languages have had over other countries as Crystal
(2003) says in the previous quote, in this case the most popular worldwide is the English
language.
In Colombia, most schools, institutions and universities demand the learning of this
language; this is a language that has lasted the most as a foreign language in the majority of the
countries because it has established its power long time ago. Mejía (2006) states that the
Colombian posture in the presence of a foreign language is:
Colombia has had a long tradition of including foreign languages in the school
curriculum, languages such as French, German and Italian, as well as English. It is seen
as important that Colombian school graduates develop a pluralist vision of the world, so

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that they are open to new ideas and have contact with different ways of thought and
expression. (p.153)
English language has succeeded in being recognized worldwide by the power of a culture
that makes people learn it because of a mandatory requirement or just because they are interested
in this language like a resource for studies, work business or personal goals.
Additionally to the previous ideas about foreign language learning, Nakata (2006)
highlights how students can learn the language considering that there is not a real context in
which they can practice at all
Foreign language learners do not have enough contact with their target language
speakers and community to assimilate into their community, unless they make every
effort to learn that language such as enjoying English media, having English-speaking
friends, reading English literature, and making frequent visit to the country of the target
culture (p.60).
The author is right when he says that people who learn a foreign language make an effort
because they decide to learn something out of their context, it means the speaker needs to
interact in a region or a place where there is a use in a natural context, it is difficult to do it if
there is not an appropriate setting that support the learning. However, learners achieve this goal
most of the times even when the conditions do not allow practicing the language all the time in
the daily life.
In addition to the prior concept and as a last definition for foreign language, Gass (2013)
affirms that the foreign language learning is generally differentiated from second language in
that the former refers to the learning of a non-native language in the environment of one‟s native

30
language (p.4-5). This quotation refers to the foreign language as any language learnt in a
country where the learning has not natural context. Although there is much more success in
learning a language in real context but it does not mean that it is not possible to learn it in a
classroom context. The language can be influenced by different aspects of the communication
like the mass media, through internet, television and the radio, so learners can take advantage of
those resources with the purpose of improving the knowledge of the foreign language. It means
that people have different and great variety of tools in order to learn and improve their learning
level in the four skills.
Therefore, it is appropriate to make the difference with the term second language and
foreign language that it is not the same. For second language it is necessary to be in contact with
a real environment in which the person can interact with native speakers in order to develop and
improve their capabilities in the other language so the speaker has the ability to produce the
language naturally and thus people are able to build communication in other language different
from the native clearly without leaving it apart. In the Basic English course participants only
have a few hours for interacting in the target language, as a result they are not exposed all the
time to the real context, for that reason they are learning a foreign language.
In order to conclude with this construct, Decco (2011) states “foreign language is nearly
always understood as the language one learns after childhood and/or less intensely in an
environment where the native language is different and, hence, in a non-native speaker setting”
(p.40). Here, in Colombia people start since they are in kindergarten and they continue in
primary school and high school where educational system has established English as a foreign
language as a requirement, consequently, almost all the learners have been exposed to short
experiences just in the classroom all their lives.

31
Having set different perspectives about foreign language from the three authors above, it
is important to continue with the next construct which is adult learners in order to complement
the main constructs of this research.
Adult learners
Chao (2009) gives the first definition for adults regarding this research; he affirms that
“adult learner can be defined either based on age, cognitive maturity or a nontraditional learner.
Each definition has his/her own strong points however it is much more pragmatic to define an
adult learner based on age” (p.905); in the case of the course, it was offered mainly for senior
citizens, showing that the definition of adult learner can vary from age, backgrounds and
different aspects that allow to classify a population in this case adult learners; but also it is worth
to say that not just the age determine if a person is in adulthood it also depends on the actions
that are carried out by someone with enough responsibility and consciousness; without
contradicting the above, Chao (2009) also states:
Furthermore, the selection, evaluation and classification of an adult learner become a lot
simpler if it were based on age. A growing number of retired people have also been
engaging in adult learning so it is only pragmatic to change the age grouping to 24 years
and above. To further breakdown, adult learners consideration has to be made that some
are employed and some are unemployed thus a categorization of adult learners can be
made into employed, unemployed and retired adult learners. (p.905).
Although Chao (2009) mentioned the age as a characteristic for the classification; it is
important that teachers or institutions where learners assist have an appropriate classification,
taking into account also the level that the participant has for learning the foreign language. A

32
foreign language learning implies different and perhaps new skills in a learner, they have certain
types of degrees in which they are classified according to the knowledge and use that each
person develops in the four main skills (writing, reading, listening and speaking). Uniminuto
course does not classify people by level and age, at the beginning they just do a short basic exam
in order to have an approximation of how much they know about the language, but in most of the
cases all of them are in the same level.
Nowadays, it is very common most of people wants to speak a foreign language, but adult
people want to learn it regardless their purpose, because it has become a requirement as time
goes by, considering that in most of the educational, academic and labor fields it is an essential
skill for a higher and better performance, and also they want to achieve something more for their
personal lives and goals.
To continue with the development of the construct, another point of view of the concept
adult learner is established by Slotnick, Pelton, Fuller and Tabor (2005) giving a specific feature
that identify an adult person as “more active in pursuing their learning and better able to see the
importance and limitations of what they learn” (p.6). Apart from the age adults have the
characteristic to have self-responsibility and interest in what they do; it means that they know
what decisions they can make either good or bad because they are expected to have a logical
reasoning which allows them to think about what they really want for life.
According to Paterson (2010), it is affirmed that “an adult is expected to take a full share
in the tasks of the society to which he belongs, and to bear someone measure of responsibility for
the internal life and external facts of his society” (p.4).In educational terms, people start to
become responsible when they finish high school because they continue the learning process in

33
an institution or university but is when the change occurs because there is no continuous
monitoring of their responsibilities as in a school and it is supposed that they already have the
ability to reason and take care for their own actions at this age.
In addition to that, Paterson (2010) describes some abilities that are performed nearly by
mature and adult people in the following quote.
The adult, moreover, is in an important sense charged with caring for himself: we ascribe
to him the duty to be mindful of his own deepest interests, to cultivate whatever talent he
may possess, and to accept responsibility for his moral character and conduct and for the
development of his qualities as a person. (p.4)
In spite of those characteristics that describe an adult person behavior and actions, there
are people who develop those distinctive abilities even before or after they become adults
physical and mentally. Hence, the term “adult” has been labeled as maturity and it is based on
actions rather than age, independently of the country or context in which is established a range
for the legal age.
The last definition but not least for this study is described by Svetina & Perme (2004), in
which they explain that “adult learners are those who are „participants‟ in adult learning
opportunities. They form, therefore, a heterogeneous group of people with different educational
biographies and diversified educational needs” (p.16).
It could be the most appropriate definition for this adult learner concept because it
describes exactly some of the characteristics that participants from Uniminuto have and not only
for this population, in general people have different features that show how different human
beings are compared to the others; hence they have a common interest which is learning English,

34
although they have very different purposes, goals, backgrounds and lifestyles for joining to this
basic course.
As a summary of the previous ideas about the concepts, foreign language can be
understood like a language that is used and learnt for school, academic or labor purposes, but it is
not the native language of the speaker. The term adult learner is usually defined as a person
older than 18 years (age range in which people get the legal age here in Colombia) that belongs
to a specific process of learning something.
After analyzing similar studies and give meaning to the constructs, it can be concluded
that tutors from the basic English course must take into account that the process of learning a
foreing language is very different for adult learners, therefore, it carries out effects over the
learners because tutors who are not prepared do not know how to manage the group in
pedagogical terms. It means they can lead the students in the wrong way of the learning process
for that reason this study wants to find information in order to design an appropriate skill based
syllabus for Uniminuto participants in the English basic course for adults that offered the CED
taking into account that it is necessary to have a more organized course according to their age,
purpose and context.

35
Chapter 3
Research design
This chapter aims to describe the methodological procedures followed in order to design
a syllabus as a support for the Basic English course for adults of the CED at Uniminuto. The first
important aspect to consider in this chapter is the research paradigm and the type of approach
that were adopted for this study with the purpose of approaching to the problem, and the
implications of designing a syllabus for learning a foreign language. Also, there is a description
of the setting in which the course took place, and a general description of the participants.
For this study, which aim is to identify and analyze the necessary information in order to
create and provide an appropriate syllabus for the course and how this design may help the
learning process of the participants avoiding possible negative causes, the paradigm is
qualitative, and the approach is case study in order to find a solution for the problem and give a
proposal to CED to suggest the reopening of the basic course.
Research paradigm
Qualitative Research.
Based on Gillham‟s (2000) opinion “Qualitative methods focus primarily on the kind of
evidence (what people tell you, what they do) that will enable you to understand the meaning of
what is going on”. (p.10). The experience that I had with this population as a tutor allowed me to
identify some reasons why they were learning a foreign language, working with adult people is
an advantage because they were willing to share their opinions most of the time regarding the
course and how they felt about it.

36
The research included qualitative research methods, taking into account what Grady
(1998) affirms “Qualitative research methods are flexible and capable of being adapted to meet
the needs of ever-changing social situations. This flexibility makes qualitative research ideal for
use in classrooms, particularly in the form of action research which often is termed ‟school-based
research‟ in educational settings” (p.4)
Therefore, with the features of the paradigm, this proposal for syllabus design
investigates a problem in an education context for adult learners that are learning a foreign
language at Uniminuto in the “Desarrollo de habilidades del pensamiento” project through an
English Basic Course. This project has different courses which intend to promote learning a
foreign language for adults and children, but the adult courses were cancelled in the first
semester of 2016 because there was not enough space at the University in order to assign a
classroom for the participants.
This study needed to follow some steps analyzing the difficulties and suggesting the
reopening of the course. In order to provide the proper solution to the problem it was necessary
to observe weaknesses of the teaching-learning process in the course, and in this way to provide
a well-designed syllabus that may contribute to a better learning and development of the classes
avoiding possible causes that can alter the main goals of the course because it is also necessary to
use civic formation topics combined with the English lessons, furthermore, the tutor needs to
apply the reflection that is described in the syllabus immersed in the activities or situations that
are going to be practiced according to each language focus and thus, participants will interact
each other in the English language and at the same time promoting respect, help and tolerance in
the community using this foreign language.

37
Research approach
Case study
The idea of a proposal arose from the experience I had as an English tutor, in the first
academic semester of 2015 in the English course for adult people there were 6 groups per week
and each of those courses was managed by the students that are taking the social responsibility
subject from all careers at Uniminuto it means that tutors made the plan of every session
following different strategies and some of them do not know too much about planning classes,
therefore, the teaching process is not developed in a careful way.
As a support for the chosen approach Johnson & Christensen (2013) state that case study
research is defined as “a form of qualitative research that is focused on providing a detailed
account of one or more cases” (p.50). In this case, there were found some aspects that were
described by the adult people in the experience through the basic course in a group, the reasons
why they had decided to take the course, expectations and also they often gave an opinion about
the classes were told by adult participants. The singularity of this program helped to classify this
research as a case study considering the population and the purpose, in order to create the
syllabus was necessary to bear in mind the needs of the learners as well as the process that was
carried out by the tutors and consequently there is a description of the situation according to a
previous experience.
Green (2011) states that: “The case study approach is an excellent qualitative research
method when factors and relationships may be directly observed. Case study researchers attempt
to gather in-depth material related to an individual or to a program or event” (p.5). The course
was observed at the same time that I guided the learning process of the participants, they used to

38
give their opinions about the activities and the process they had in the course and constantly they
shared the reasons why they had decided to learn English language.
The syllabus design will support the Basic English course for adults of the CED at
Uniminuto, through a better organization of it providing a proposal for its reopening, considering
that the course was closed in the first semester of 2016, also with the syllabus could be prevented
possible issues that may affect the process or the continuity of the participants throughout the
whole sessions.
Due to an unexpected course closing it was not possible to implement the syllabus taking
into account that there was not population in order to do it, consequently as it has been
mentioned, this research wants to provide a good and useful tool that supports the learning
process in the English basic course for adult learners at Uniminuto with the purpose of
suggesting the reopening of the course.
Baxter & Jack (2008) give a detailed definition (Table 1) of some types of case studies
according to different categorizations that other authors made about it.
Table 1: Definitions and examples of six different types of Case Studies
Exploratory This type of case study is used to explore
those situations in which the intervention
being evaluated has no clear, single set of
outcomes (Yin, 2003).
Lotzkar & Bottorff (2001). An
observational study of the
development of a nurse-patient
relationship. Clinical Nursing
Research, 10, 275-294.
Descriptive This type of case study is used to describe
an intervention or phenomenon and the
real-life context in which it occurred (Yin,
2003).
Tolson, Fleming, & Schartau (2002).
Coping with menstruation:
Understanding the needs of women
with Parkinson’s disease. Journal of
Advanced Nursing, 40, 513- 521.

39
Multiple case
studies
A multiple case study enables the
researcher to explore differences within
and between cases. The goal is to
replicate findings across cases. Because
comparisons will be drawn, it is
imperative that the cases are chosen
carefully so that the researcher can
predict similar results across cases, or
predict contrasting results based on a
theory (Yin, 2003).
Campbell & Ahrens (1998).
Innovative community services for
rape victims: An application of
multiple case study methodology.
American Journal of Community
Psychology, 26, 537-571
Intrinsic Stake (1995) uses the term intrinsic and
suggests that researchers who have a
genuine interest in the case should use
this approach when the intent is to better
understand the case. It is not undertaken
primarily because the case represents
other cases or because it illustrates a
particular trait or problem, but because
in all its particularity and ordinariness,
the case itself is of interest. The purpose
is NOT to come to understand some
abstract construct or generic
phenomenon. The purpose is NOT to
build theory (although that is an option;
Stake, 1995).
Hellström, Nolan, & Lundh (2005).
“We do things together” A case study
of “couplehood” in dementia.
Dementia, 4(1), 7-22.
Instrumental Is used to accomplish something other
than understanding a particular situation.
It provides insight into an issue or helps
to refine a theory. The case is of
secondary interest; it plays a supportive
role, facilitating our understanding of
something else. The case is often looked
at in depth, its contexts scrutinized, its
ordinary activities detailed, and because
it helps the researcher pursue the
external interest. The case may or may
not be seen as typical of other cases
(Stake, 1995).
Luck, Jackson, & Usher (2007).
STAMP: Components of observable
behaviour that indicate potential for
patient violence in emergency
departments. Journal of Advanced
Nursing, 59, 11-19.
Collective Collective case studies are similar in
nature and description to multiple case
studies (Yin, 2003)
Scheib (2003). Role stress in the
professional life of the school music
teacher: A collective case study.
Journal of Research in Music
Education, 51,124-136.

40
The type of case study implemented in this research is descriptive and as it was stated in
the table this type of case study is used to describe an intervention or phenomenon and the real-
life context in which it occurred, considering that it wants to accomplish that the course could be
reopen, and in this way the syllabus may be applied and used by the future tutors that do social
responsibility practice. Moreover the course is not as typical as others because the course has
different purposes rather than learning just a foreign language it is combined with social
awareness, for that reasons the idea was to analyze weaknesses, to give a tool that probably
might improve the process of learning the English language in adult learners through civic
reflections.
Setting
This study took place at Corporación Universitaria Minuto de Dios in its main facilities in
Bogota city. This university institution has different branches around the country such as
Atlántico, Cundinamarca, Tolima, Huila, Meta, Bogota Sur, Santander, Norte de Santander and
Valle, its main building is seated in Engativa locality, Bogota capital of Colombia in which the
basic course of English was offered. This institution was founded in June 27th
, 1990 by the priest
Rafael Garcia Herreros.
Based on Centro de educación para el desarrollo (n.d) which is the department in charge
of the education for development and social impact of Uniminuto, CED has as a mission to
strengthen in people, organizations and vulnerable communities, their values, knowledge and
social responsibility abilities, in order that they become participants of progress in their own
social transformation.

41
It is located in front of the main building at avenida calle 80 where the participants
carried out their process of registration at the beginning of the semester; taking into account that
some of the applicants did not have the opportunity to be admitted in the course due to only 150
people can participate in the Basic English Course per semester; when the course started a
classroom is assigned for the participants at Uniminuto main building where they could assist
weekly to their classes.
Since the year 2013, this project made an alliance with the Bachelor in Foreign Language
teaching from faculty of education with the purpose of supporting the different English courses
and workshops that were offered by CED for the community, although the other faculties also
have the opportunity to take part in these projects if they have a good level of this foreign
language.
Participants
The participants of this research project are adult learners who took part in the
„‟Desarrollo De Habilidades Del Pensamiento‟‟ project for the Basic English course that is
offered every semester by CED (Centro de Educación para el Desarrollo), this project wants to
promote spaces for adult people through English language classes in order to strengthen the
thinking process from a critical perspective in which participants can be in contact with the
world in different ways. In general, the course has a limit capacity of 150 people divided in 6
groups, 3 groups on Monday and 3 groups on Thursday. Although the idea for the study is to
work and analyze just one group, it may have around 20 or 25 participants. The ages of the
participants vary from 35 and above; most of the learners come from the different parts of
Bogota city. The courses have a length of 3 hours per week during twelve sessions or weeks

42
during one semester. All students come from different backgrounds and they have different
occupations, in each group some of them are lawyers, house wives, publicist, managers,
pensioned and independent workers, their interests considering that some of them want to learn
the language for business, personal goal or leisure, status and motivations and reasons for
studying a foreign language vary according to each person, there are some participants that have
family abroad so they need to learn English because they often go to visit them.
Moreover, in most of cases participants did not know anything about the language but
there were a few that have a little more knowledge, however something really interesting,
important and useful was that as adults they were very responsible and they had a positive
disposition and attitude for participating in each session.

43
Chapter 4
Pedagogical intervention
In this chapter, you will find the skill-based syllabus proposed for the English basic
course for adult people in the social responsibility practice at Uniminuto. The syllabus is
described session by session, with 12 sessions in total; each one contains social awareness
process included as part of every single topic that is described in the syllabus, specific skills,
language focus (topics), brief function of the language focus and vocabulary; all those aspects
are going to be practiced in each session of the syllabus.
In addition, three (3) tests were designed as support for the evaluation process of the
participants; the tests include an answer sheet and an answer key format (See appendix 1, 2 and
3). They were designed to be developed as follows: a diagnostic test at the beginning of the
course, a middle test to check the students‟ process and a final test at the end of the course;
although, those are basic tests in the second one and the third one the 4 abilities: reading, writing,
speaking and listening are tested and also there is a short part about use of language, therefore,
each test was designed with certain level of difficulty according to the topics and skills that
participants will practice during the classes. In the syllabus the sessions in which tests can be
applied are specified.
The skill- based syllabus is a proposal for the Centro de Educación para el Desarrollo
(CED) in order to suggest the reopening of the course for adults and apply this syllabus in the
future, since it was a great opportunity for adult people from Bogota who wanted to learn
English, as they expressed their opinion about the program when they were learning the language
in the first semester of 2015 in my social responsibility practice.

44
The idea is to implement the syllabus to the participants with the purpose of checking if
they obtain a better performance in learning this foreign language through a better organization
of the topics planned for their process.
In this pedagogical intervention the social awareness is used within the skill – based
syllabus as an essential support for the program, considering that it was offered by the CED
which has as a main goal to enhance the participants' awareness in most of its projects so the
topics of the language are combined in order to help people become aware of their context when
learning a foreign language.
To complement, in this section you are going to find the vision of language, teacher,
classroom and learning which supported the construction of this pedagogical intervention. Along
with these visions some ideas will be stated about how the learning and teaching processes are
understood as well as their characteristics and implications with respect to the principles of the
skill-based syllabus.
Vision of language
The vision of language that is adopted for this pedagogical intervention is language as a
self- expression according to Tudor (2001) because of the characteristics described about the
course and the skill-based syllabus. Considering that the purpose of this course differs from the
common ones due to it belongs to a project that includes the social awareness of a community as
main focus and promotes the social responsibility in each person, these features should be
highlighted and understood as necessary aspects that can be expressed the through the English
language.

45
It is appropriate to explain the meaning of language as self-expression, Tudor (2001)
states that:
Language is also the medium by which we build up personal relationship, express our
emotions and aspirations, and explore our interests. In other words language is not simply
a tool for achieving specific transactional goals, it is also a means of self-expression.
(p.65)
Surely, participants are going to build up relations through the course with their
classmates and tutors since that they will spend time together in terms of learning and it implies a
social role immersed in the foreign language, the topics described in the syllabus design have
activities in which learners will share their interests, social experiences, hobbies, and the role as a
citizen to each other without forgetting that social awareness needs to be combined.
In the lessons that were offered by CED, English was not practiced in depth taking into
account the characteristics of the learners, however they participated actively showing interest in
what they learnt in each class. The most positive thing is that participants did not need to be
pressured by the tutors because they had the disposition for every single activity that was
presented in the English classes.
To complement, the syllabus aims to be used and put into practice in the future promoting
the language as a mean in which learners can express things that they know through the social
experience they have had during their lifetime, based on the following quote Tudor (20001)
affirms:
A functional perspective on language portrays the learners primarily as a social actor and
language as a form of social action which is certainly a valid perspective. Language

46
learners are also, however, individuals in the personal and affective sense of the terms,
which means that language is also a means of personal and affective expression. (p.65)
In view of the above, the language that needs to be used in this syllabus design provides
the participants with a setting in which they can express themselves through the English
language, as well as taking into account the social awareness that each topic promotes allowing
participants to realize about their social environment and to know people who surround them in
the class. The social part is what makes meaningful the project considering that according to the
population and through the different courses that are offered by the CED, they try to reinforce in
everyone the values and social awareness becoming agents of development and principal actors
of their social transformation.
Most of the participants expressed that the reasons why they were taking the course were
somewhat different, the language that they need to know must be connected with real situations
that they can face in their real life having a basic knowledge of the four abilities that the
language contains.
As a support Tudor (2001) states that “Language learners are social actors whose learning
goals are defined by the context in which they will be required to use the language and the
messages they will wish to convey in these contexts (p.57)”. Therefore, this syllabus was
designed for the purpose of practicing the four skills of the language and tests were designed
with some Colombian contexts which provide learners with situations from real life that they
may identify rapidly, thus, learners might be able to express their ideas, feelings and opinions by
themselves.

47
Vision of learning
In accordance with the previous vision already presented, the vision of learning
according to Tudor (2001) it is expressed as the role of affect in which claims that “students are
individuals whose interaction with learning activities is influenced by a variety of cognitive,
psychological, and experiential factors, and these factors give rise to a certain affective
interaction with the learning process” (p.95). The interaction among the participants is relevant
in this course due to all the social aspects must be included and developed as a reflection for
every single topic worked in the learning process.
Bearing in mind that the course was offered also as a social program of the social
responsibility subject, the topics included in the syllabus design are combined; social awareness
and English language are described with the purpose to be developed connecting both in each
session. The experience allowed me to realize some of the aspects that help learners to have a
better learning of the language and here it is when the social aspect takes part because
participants were good at sharing experiences about real situations and they enjoyed helping
others and doing activities in which they could socialize and communicate their ideas. As
Palinscar (1998) affirmed, cited in Lambropoulos, Faulkner & Culwin (2012) “learning derives
from social interactions; an individual's cognitive structures and processes can be made apparent
by their interaction with others (p.296) ”about the previous statement Lambropoulos et al. (2012)
explained what it means, so they state in other words the following:
What a learner has learned is displayed when they talk to other learners. The implication
is that the quantity of learning and, perhaps, its quality can be determined from an
analysis of the patterns of social interaction between the various learners. (p.296)

48
Hence, taking the previous as a support it is necessary to impart through the syllabus a
type of learning in which participants can share with their classmates what they are learning in
order to have a useful interaction among the learners of this foreign language making use of the
four skills that have already been mentioned, and due to the time it might be very helpful for
them to count on somebody‟s contribution in the process either for practicing or receiving a
feedback from them, at the same time reinforcing the social tie that characterized the course.
For those reasons, it is important for this course and its appropriate process to be closely
related to the social part in which students can interact with their classmates helping each other
as it was expressed in detail in the syllabus design. Learning a foreign language implies the
capacity for the students in which they need to collaborate with an autonomous work in the
process of learning because the time in the classroom is not enough for a very complete learning.
Besides, people who learn a language require practicing it because is in this way they improve
their abilities in this foreign language.
Participants require in their learning process to be conscious about the course and what it
implies, considering that what is taught in the classroom necessarily needs to be strengthened
when they are not in the class. Nevertheless, it might not be difficult because the course was
created for adult people who already have performed other activities responsibly so most of them
probably will take this opportunity seriously, due to their age and the motivation that inspires
them to take the course.
Additionally, as it has been mentioned before this population is characterized by its
willingness in learning a foreign language and the determination that they get to achieve this goal

49
no matters the age, thus they can take advantage of the opportunity that is offered for the
community; as a support Tudor (2001) affirms that:
If students enter the classroom with a positive affective predisposition to the language or
to the learning process, there is a good chance that productive learning can be achieved,
whatever the practical conditions of learning and teaching, or the methodology used.
(p.96)
All those aspects correspond to the participants‟ characteristics considering that their age
and experience make them behave in a more responsible and conscious way about the learning
process they will carry out, it is an advantage for the tutors because they might probably feel
motivated for guiding the course, and consequently learners may obtain a more meaningful
learning of English as a foreign language.
Vision of teacher
In this course the teacher needs to orientate learners in their learning process taking into
account that the tutors that had been in this project before were from different careers, so it
means they just guided the practice of the English language perhaps with no pedagogical
instruction considering that teaching is not their branch of knowledge, for that reason the skill-
based syllabus was designed to help them to have a clearer idea about what needs to be taught
session by session with the corresponding skills that are going to be practiced, as a support Bell
(1983) cited in Nunan (1988) affirmed
The role of the classroom teacher is to implement the plans of applied linguists,
government agencies, and so on. While some teachers have a relatively free hand in

50
designing the syllabuses on which their teaching programmes are based, most are likely
to be consumers of other people syllabuses.(p.7)
Tutors had had the opportunity to plan each session but they did not take into account the
importance of a well-planned class in which participants had the opportunity to explore the four
abilities of the language in a balanced way with a concrete syllabus that allows to guide and
monitor their process during the sessions or activities proposed.
Tutors are chosen by the CED, as it was described above, some of them do not belong to
the teaching field so they are going to apply and develop the syllabus with the proposed topics
and indications, in this case it is not necessary for them to make modifications to the current skill
– based syllabus because the idea is that all the groups of this course have a balance about the
process that they carry out. Taking into account the aforementioned, it is worth to highlight
Bell‟s (1983) words again “teachers are, in the main, consumers of other people's syllabuses”
(p.7), moreover, what students learn in the class is necessary to be complemented by each learner
according to their own interests at home; there is described some specific material in order to
developed each class by teachers/tutors providing learners with an appropriate guidance, and it is
supported by Tudor (2001) in the following quote:
Teaching is a goal - oriented activity, and the goal is to create conditions which help
students to develop the ability to use a language effectively; however this may be defined in
operational terms. What we do as teachers – the materials we present to students, the activities
we ask them to engage in, the advice we give them, etc. – has this one purpose, namely to
support effective learning.(p.77)

51
Due to the above teacher will be someone who guides the learning, allowing learners
express themselves using the aspects that were described in the syllabus in order to practice the
English language, therefore, the process needs to be oriented by the tutors since that they can
monitor the English classes.
Vision of classroom
The environment in which lessons used to be taught for the English course for adults was
a common classroom in which teachers were just people in charge of teaching grammar
structures and vocabulary, taking into account that the topics were given in advance to practice in
class and the all the groups practice different topics, but the thing is that there was not a real and
consistent interaction between what they practiced and what they needed to learn because each
group worked on different things.
Tudor (2001) describes the classroom as a communicative classroom for communication
he states that „‟the classroom would, therefore, become a place of communication which would
allow students to practise the communicative skills that they would need to use outside the
classroom in real interactive situations‟‟ (p.113)
Admittedly, classroom has been commonly used in this way in most of learning
environments, it means that students just copy on their workbooks in order to memorize words
but for this course it is really important to use in the classroom activities and situations in which
they can interact and practice the four skills (reading – writing - listening - speaking) of the
language through social awareness reflections related to the English language, in the design of
this skill- based syllabus there are grammatical topics of the English language but they are
combined with a real context or situations in which learners will be able to connect the topics

52
with reflections about the social interest of a community, also they may know each other and
think about the real context that surrounds them using the English language as their way of
communication in their classroom.
Another view of the classroom and its vision is given by Tudor (2001) in which it is
stated that “the classroom is thus a social institution which, in the eyes of various social actors, is
expected to serve a purpose in the development of a certain type of citizenship” (p.124). This
kind of classroom is the one that fits the most with the syllabus proposed since it contains social
awareness topics, also it is suitable because in this course is relevant to instill the social
responsibility and reflection in the participants throughout all the sessions considering that the
course was a project that belonged to CED and it has always been interested in the community
and their needs; although CED has different offers in a variety of courses it has always
emphasized the relevance of social part no matter the project.
Syllabus design
The skill- based syllabus is presented through 12 units that represent the total of
sessions in which the learners are going to be part of the English course without leaving apart the
social awareness that stood out the course, each unit implies three (3) hours per week.
Supporting the importance of syllabus design according to Widdowson (2009) that describes
some of the features that are relevant for taking into account during the design such as: how a
selected syllabus will need to be adapted to a specific learning level and to a local context in
order to provide specifications of the language and topics which the syllabus will contain, also
how units will be structured and how the syllabus will be carried to the learner because syllabus
design plays such an important role in a course development.

53
As it was explained above, the skill – based syllabus proposal was designed based on the
previous experience which allowed to identify and recognize some of the needs of the course and
the participants, it possibly may help to offer a more organized course in which adult participants
can have a meaningful learning.

54
UNIT 1
Welcome session
Who am I?
Beginning of course (DIAGNOSTIC TEST)
SOCIAL AWARENESS
PROCESS
SKILLS LANGUAGE FOCUS VOCABULARY FUNCTIONS
Meeting new people Speaking: Giving my name Greetings My name…
Hello - Good morning - Good
evening – Good afternoon -
Good night - Good bye
 Introducing myself and
greeting each other
Getting to know each
other
Speaking: Asking and telling
age and birthday dates.
Listening: Telephone numbers
and addresses
Numbers Cardinals-ordinals numbers 1-
100
Age: How old are you?
Days of the week
Phone numbers- Address
 Talking about dates
 Recognizing the days of
the week
 Giving your telephone
number
How do I perceive
myself and my
classmates?
Recognize that each
person is different,
understanding that all
are very unlike
Writing: A personal
description of your physical
characteristics
Speaking: Describe the
physical appearance of
someone.
Pronouns
Has/have got
Common adjectives for
describing physical
appearance
 Describing physical
characteristics

55
UNIT 2
My family and neighborhood
Class length: 3 hours
SOCIAL AWARNESS
PROCESS
SKILL LANGUAGE FOCUS VOCABULARY FUNCTIONS
Social recognition of
my classmates and
their family
environment
Reading: A passage about members of the family
About my family:
http://learnenglishteens.britishcouncil.org/skills/w
riting-skills-practice/about-my-family
Writing: Describe your family members
Verb TO BE (present) Family members and
possessive ‘s
 Talking about
personal
information
 Asking and
answering
questions
Respect other’s
goals and lifestyle
Speaking: Telling the classmates who you are in
professional life
Writing: Write sentences about your profession
and make questions for your classmates about it
Verb TO BE (present) Professions / jobs  Identifying
people and their
occupations
Recognize the
community and its
places in my
neighborhood
Reading: Places to visit in Bogotá
http://www.bogota-dc.com/places/bog-pla.htm
Writing: A short description of the place where you
live
Verb TO BE (present) Places of the city /
prepositions of place
 Describing places

56
UNIT 3
The environment that surrounds me
SOCIAL
AWARENESS
PROCESS
Identifying the
environment that
surrounds me and
my community
Listening: Identify demonstrative pronoun according
to the listening (just listen not watch it) for the first
time
Play the video and compare if they were correct (
Second time)
https://www.youtube.com/watch?v=BcxmWhY-zx8
Writing: Make a list of the classroom’s objects using
the four demonstrative pronouns
Use of language: Complete the sentences with the
correct indefinite article
http://www.englisch-
hilfen.de/en/exercises/nouns_articles/article_a2.htm
Speaking: Make a sketch/draw about a specific place
in your house, tell what specific objects there are,
using that-this-those-these
That - this – those –
these
Indefinite article a/an
Parts of the house
Demonstrative
pronouns
 Indicating
specific
everyday
objects
 Denoting
something or
someone in
singular
 Practicing
demonstrative
pronouns

57
UNIT 4
My city
Social awareness
process
Skills Language focus Vocabulary Functions
My function as a
citizen helping others
Use of language: Describe an image
using there is and there are (Places in
the Bogotá)
Listening: Listen to some people
giving directions
https://elt.oup.com/student/champio
ns/level02/dialogues/dialogue03?cc=
global&selLanguage=en
Speaking: Make a map of how you
come to class from your house and
explain to someone how you get
there.
Speaking: Orientate someone to a
place blindfolding person’s eyes.
There is – There are
Asking for directions
Is there a ___ near
here?
How do I get to…?
Where is the___?
Giving directions
Places
Prepositions of place
In – near - next to on the
left – on the right – in front
of – between – on the
other corner
(Turn left – turn right – go
straight ahead – go past –
opposite)
 Expressing amount
of objects that are
in a place
 Asking for
directions
 Giving directions
 Locating places

58
UNIT 5
Relationship with my community
SOCIAL AWARENESS
PROCESS
Be up-to-date on the
latest news in the city
Reading: Newspapers/ magazines
paragraphs about Colombia
Present simple Every day verbs  Identifying the
most common
verbs for daily
situations
My civic participation in
daily life
Speaking: Discussing about what
you like to do the most (pair
work)
Present simple Daily routines  Talking about
routines and
hobbies
Do I share time with
others?
Writing: Detailed description of
what they do every day
(Timetable)
Listening: Song (Friday I'm in love
by The cure)
Present simple Time  Telling the time

59
UNIT 6
Spending my time
Social awareness
process
Skills Language focus Vocabulary Functions
How do I spend my
time?
Speaking: Describe a hobby or interest;
tell what you do and how often you do
it.
Writing: Think about someone you
know and write what this person often
does (My partner’s daily routine)
Present simple
(affirmative-negative)
Frequency adverbs
Routines
Free time activities
 Describing the
frequency of the
routines
 Talking about free
time activities
Recognizing my
traditions
Reading: Examples of some celebrations
around the world
https://www.gapyear.com/articles/194
305/top-5-celebrations-around-the-
world)
Speaking: Tell what events you
celebrate and how often you do it
(about Colombian culture)
Present simple
Frequency adverbs
Celebrations  Talking about the
most common
and important
celebrations
around the world

60
UNIT 7
Showing my skills
Social awareness
process
Skill Language focus Vocabulary Function
Showing my skills
Writing: Describe things you can do Can
(abilities)
Verbs – things you can do
 Describing
abilities
Recognizing my
weaknesses
Speaking: compare the list above with
the things you cannot do (I can walk
but I can’t run)
Can’t
(abilities)
Verbs – things you can’t
do
 Talking about
things you
can’t do
Knowing and respecting
my classmates abilities
Speaking – writing : Ask and answer
questions about your abilities and
your partners’ abilities
(Survey of your classmates abilities)
Question with
can
Verbs  Finding
abilities in
common
What can I do in the
places of my city?
Speaking: Choose 2 places of your city
and tell your partner what you can
and can’t do there
Can - Can’t
(for permission)
Places  Talking about
permission

61
UNIT 8
Checking my learning
PROGRESS TEST
Social awareness
process
Knowing about
typical food in my
country
Writing: Write sentences describing
what you can see in one specific place
(cafeteria)
Reading: - Colombian food - At
the restaurant (someone orders food)
Speaking: Order something in a
restaurant – café
Speaking: Choose a typical dish in
Colombia and describe the recipe for
your partners (real food)
Listening and speaking: Watch a video
about typical breakfasts around the
world
https://www.youtube.com/watch?v=ry1
E1uzPSU0
There is and There are
Some – any
How much – how many
Food:
Vegetables, fruits,
proteins and drinks
 Describing countable
and uncountable
nouns
 Talking about
quantity
 Asking and
answering questions

62
UNIT 9
Childhood
Social Awareness
process
Knowing about the
history in the world
and in my country
Speaking: Tell your partners when you
were born and where
Listening: Listen to a historical fact and
write specific details about it.
Pablo Escobar was just the fall guy:
https://www.youtube.com/watch?v=sA2Z
ds9Ay7M
Reading: Biography of important people
for the history of Colombia and around the
world
http://www.biographyonline.net/people/f
amous-100.html
Writing: Choose a famous person from
Colombia and write what important things
they did or who they were
Verb to be (past)
Verb to be (past)
Years / months
Was-were
 Talking about
special dates
 Describing
important
people in history

63
UNIT 10
My roots
Social awareness
process
Remembering my past
and knowing my
classmates memories
Reading: Two sisters and the cat
http://web2.uvcs.uvic.ca/elc/studyzone/200
/reading/smicat1.htm
Listening- writing: Watch a short video and
describe what happened
Mr Bean Gun Scene - Disaster Movie
https://www.youtube.com/watch?v=W7FRt
s6t54Q
PAST SIMPLE
Affirmative
Most common verbs
Irregular
 Identifying
past actions
and events
Remembering my roots Speaking: Tell a past event that you
remember the most PAST SIMPLE
Affirmative
Time expressions  Talking about
past events
and facts
Socializing my
experiences
Speaking: Make questions to your partner
about your last weekend
PAST SIMPLE
Affirmative- Negative
Questions
Life events  Asking about
past events

64
UNIT 11
Memories
Social awareness
process
Skills Language focus Vocabulary Function
My social and
personal changes
through time
Reading: A past fact in in someone’s life (My
Childhood by Gabriela Arrevillaga)
childhoodhttp://www.elc.byu.edu/classes/b
uck/w_garden/students/students_past.html
Writing: Describe your last trip or vacations
PAST SIMPLE Personal life
 Describing
specific
past facts
How did I grow up? Writing: Make a timeline with the most
Speaking: Explain to your classmates the
timeline and answer questions about it
Listening: Nirvana- The man who sold the
world important events of your life
PAST SIMPLE Childhood memories  Talking
about my
childhood

65
UNIT 12
FAREWELL
Social awareness Skill Language focus Vocabulary Function
Sharing knowledge Speaking: Practicing before the
test
Previous topics Review Practicing previous topics
What I learnt Reading and writing Final test Checking my process
Sharing my
experience
Speaking: Sharing my opinion
about my experience in the course
Class farewell Giving my opinion

66
Tests
For this basic course three tests were designed with the purpose of evaluating the process
that students carry out during a specific moment. The first one is the diagnostic test, it has the
purpose of identifying the level of English that participants have before starting the course; the
middle test is going to measure the halfway point of the process and the progress that may have
until that moment the learners and last but not least the final test in which is assessed the final
process of the participants. It is important to highlight that the middle and final tests contain an
answer sheet and a key answer, also that the difficulty of these tests increase while learners
progress in their learning of the foreign language.

67
Chapter 5
Conclusions
By means of this chapter, readers will find the conclusions based on the creation of the
skill-based syllabus and the possible limitations that could appear during its implementation.
Designing a skill based syllabus for the English course for adults as a foreign language
was an useful and interesting topic as a future English teacher, through the creation it was
possible to identify in depth some of the needs the participants had according to a previous
experience because it is better to face a situation to understand what truly happens, the design
could support the course and it could give a stable direction for a better offer for the future
participants that will take advantage of this great opportunity.
The skill based syllabus proposal for future tutors was designed successfully as a support
for the Basic English course and the participants of this project at Uniminuto taking into account
some of the aspects analyzed in advance such as learners needs in order to decide the appropriate
parameters to design the syllabus as a proposal that probably might improve the process of
learning a foreign language in adult learners and identifying the social awareness aspects that
were going to be included in the syllabus according to the context in which the language is
taught, consequently, the skill based syllabus proposal was provided in order to suggest the
reopening of the Basic English course for adults project at Centro de Educación para el
Desarrollo.
As a matter of fact, during the process of designing the syllabus it was necessary to
correct and rewrite it in several different occasions considering that the topics of each
session/unit need to carry out an appropriate process that goes from the easiest to the most

68
difficult topics that are going to be practiced in the course and in this way connecting all of them
with the social awareness part which contains a kind of reflection related to the language focus of
the sessions.
On the one hand, as a support for the syllabus design some text books such as cutting
edge workbooks (Person/ Longman) and get real student books (Helbling languages) for
different levels which are used to teach English, those were revised in order to have a guidance
to know how to classify correctly the order in which topics were going to be presented for the
Basic English course, taking as reference the same class hours that were allowed per each session
and the total number of classes throughout the semester offered when the course was available.
Additionally it should be pointed out that some of the materials are specified such as
videos, readings, and songs which tutors can use in order to support the topics that are taught in
the lesson and the specific skills that need to be practiced during each unit, however, tutors will
decide how each activity is going to be worked.
On the other hand, each language focus expressed in the syllabus has a specific social
awareness orientation that must be used necessarily in order to be combined in the classroom
through real situations allowing participants at the same time to use the foreign language; the
previous for the purpose of maintaining one of the original interests that CED highlighted about
the project taking into account the social situations, facts and context that surround participants‟
lives.
It can be concluded, that the syllabus may offer a support for the Basic English course for
adults of the CED at Uniminuto in the way that topics are described in detail in the syllabus
design in order to provide tutors with a guide about what learners need to learn per session, the

69
skills that are going to be developed are specified in it, and also they can monitor the process of
the participants though the three tests that were designed to check if it has worked for a better
learning.
In the following segments the possible limitations that interfered in the research process
of this study are described and the possible limitations that could appear in the teaching and
learning process if the syllabus is implemented in the next semesters. The pedagogical
implications that could emerge from the teaching role and how the design may support the basic
course and consequently the future tutors that are going to guide the process, and finally further
research that probably might arise from the implementation in the basic English course for
adults.
Limitations
Throughout the process of this research there was an important limitation that changed
the direction of the investigation, as a researcher the study was thought to be implemented
because of its importance observing the results that it may have obtained but CED decided not to
offer the course anymore. First, the population was changed, then main objective needed to be
changed but finally although it was difficult to make the correct decision as the researcher I
decided that this study was going to become a proposal to reopen the course providing a syllabus
and giving a better organization for the whole course even if groups are divided, expecting that
the course might be reopen and tutors can apply the syllabus for the participants.
What is more, there will be some possible limitations that can occur during the
implementation; one could be the time, taking into account that the classes are once a week and it
lasts three (3) hours. Based on my experience, it is not enough time for learning a foreign

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